Work Sheets - Table of Contents - Special Needs In Music

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Work Sheets - Table of Contents

• thoughts about doing these work sheets with students …………….. 2• legato/staccato major/minor ……………………………………….…….. 3• xylophone fun ………………………………………………………………………. 4• tempo and dynamic terms ……………………………………………………… 5• note values/identify the composer ………………………………………… 6• music composing game …………………………………………………………. 7• rhythm and percussion …………………………………………………………. 8• hearing music performed ……………………………………………………… 9• c major scale and chords on the piano ………………………………………10• listening for dynamics ………………………………………………………….. 11• “The Carousel Waltz” with percussion …………………………………… 12• write a note and sing it ………………………………………………………….. 13• “She’s Feeding the Cat” song sheet …………………………………………. 14• participation in class singing …………………………………………………. 15• singing in class …………………………………………………………………….. 16• jazz scatting sheet ………………………………………………………………… 17• singing vocal exercises with a graph ……………………………………….. 18• “Mozart, Our Friend” song sheet ……………………………………………. 19• singing opera exercises is fun ………………………………………………… 20• steps to sing well ………………………………………………………………….. 21• song and time signature, class participation ……………………………. 22• pentatonic piano improvisation.…………..……………..…………………. 23• 12 bar blues .............................…………..……………...…………………. 24• “I Walk in Beauty” sheet...........…………..……………...……...…………. 25• “Jingle Bells” sheet...........…………..……………...………........…………. 26• “Good, Better, Best” sheet.....…………..……….……...……...........…… 27• “Good, Better, Best” melody matching game .…...............………… 28• The “Practicing for Success” Checklist .….......................………… 29• The “What Style Is It ?” sheet .….....................................………… 30

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Thoughts About Doing These Work Sheets With Students by Kaila Rochelle

Some developmentally challenged students can read and write on their own while others will need you to read and write for them. Students who do have difficulty with reading are generally very happy to have the sheets read to them.

They can acknowledge their understanding of an activity by making a check, giving a nod, a thumbs up or a smile. Some students might require extensive physical prompting to make a check or a trace. Some educators do not believe in hand over hand prompting. They prefer having the student place a sticker when writing is very challenging. Whatever the approach, the work sheets seem to bring great satisfaction to students. Be sure to reward students’ accomplishments with a sticker or a nice comment on their work. Some educators write additional comments on a post it. This serves as an additional means for communicating methods and strategies used to achieve student learning. Students enjoy seeing their work placed on bulletin boards or in special music scrap books.

The work sheets may be used for portfolios and can be easily adapted to the teacher or students’ needs.

Workbooks or textbooks comprised of worksheets from specialneedsinmusic.com can be created for students by using a loose-leaf binder, and when needed, plastic sleeves too. The teacher can use graphics from other sites along with the worksheets located at:

http://specialneedsinmusic.com/wkshlsn.html.

Pictures of composers and performers can be incorporated into the book. In my classroom, I show pictures of Ella Fitzgerald as students scat to "Smooth Sailing." For my classroom Miles Davis "So What" lesson, I present the music alphabet letter names A,G on index cards along with pictures of the piano to assist students who are playing the motif on the midi keyboard. A picture of an instrument such as the trumpet can be used when teaching about Wynton Marsalis.

Mayer Johnson symbols included at this site should be included for non verbal students. The Mayer Johnson symbols and other worksheets are available at:

http://specialneedsinmusic.com/text/may_jon.pdf

http://specialneedsinmusic.com/m_m_pg1.html

http://specialneedsinmusic.com/text/lessons/sheets/xyl_wsh.pdf

http://specialneedsinmusic.com/text/lessons/sheets/silent_kybd.pdf


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Music Work Sheet Class _______________

Student _________________________________ Date________________

specialneedsinmusic.com “Audio Instructional CD” tracks 17-19.

Check the correct answer for the music selection after you sing a phrase or song.

Today I sang connected notes called legato _________________

short notes called staccato __________________

I sang the following words to the major scale

Major scales sound sort of happy

I sang the following words to the minor scale

Minor scales sound sort of sad.

Today my work was great __________ good ___________ could be better _________


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Music Work Sheet Class _______________ Student _________________________________ Date________________

Circle or Underline the correct answers.

1. Allegro meansFast Slow Soft

2. Largo meansLoud Fast Slow

3. Forte meansSometimes Loud Short

4. Pianissimo meansLoud Very Soft Slow

Listen to the music selection and underline the correct word.

1. Is the first music selection allegro or largo?2. Is the second music selection pianissimo or forte?3. Is the third music selection allegro or largo?4. Is the fourth music selection pianissimo or forte?



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Note Values

Circle or Underline the correct answer.

1. How many beats does a quarter note get?

1 2 3 4

2. How many beats does a half note get?

1 2 3 4

3. How many beats does a whole note get?

1 2 3 4

Listen to the music. Do you know which composer wrote the music? Underline the correct composer.

Selection 1 – Is it Haydn, Mozart or Beethoven?Selection 2 – Is it Debussy, Chopin or Grieg ?Selection 3 – Is it Gottschalk, Joplin or Granados?

Did you find a classical station on the radio or on the computer?Yes_______ No______


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Today I played a music composing game. I picked the notes_____________, __________________ and _________________ out of a box and played them on the piano.

I then showed my class a picture of John Cage, the great American composer who also played composing games. I told the class his name.

yes __________ no__________

I then picked out, from a box, the number of beats each note should get and I showed the class and sang the note for that number of beats._____________________________

I then made up my own piece from my music imagination. The piece was (underline correct words/symbols)

Soft p very soft ppp loud f very loud ffStaccato legato crescendo (soft to loud)Decrescendo (loud to soft)

I made a tape recording of my composition. yes __________ no__________Today my work was great __________ good ___________ could be better _________


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Today I played the _________________ in the percussion band.

I played the following rhythms. (non-syncopated)Circle the rhythm.

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I played the following rhythms. (syncopated)Circle the rhythm.

. .2

4

I showed my classmates the ___________ and told them ( instrument) “Listen to me play” yes___________ no___________

I counted out the beats that I played for them. I counted out_____________beats.



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Today I heard music performed. The artist(s) was

____________________________. The music was

__________________________________________ (describe)

________________________.

I told my class mates ____________________________

_____________________________.

There were __________beats in each measure.



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Today I played a C major scale on the piano.

Yes _________ No_________

Write the notes of the C major scale.

___ ___ ___ ___ ___ ___ ___ ___ ___

Write yes or put a check after you play the chord.

To play a C major chord play the notes C, E and G together. ______

To play an F major chord play the notes F, A and C together. ______ To play a G major chord play the notes G, B and D together. ______



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Listening for Dynamics

Today I listened to ________________________

I listened for the dynamics. The dynamics are how loud or soft the music is.

Write, say yes or nod your head to fill in the blank when you agree with the sentence.

1. I heard when the music was soft.____________________2. I heard when the music was loud ___________________3. I heard when the music went from soft to loud.4. This is called a crescendo. _______________5. I heard when the music went from loud to soft.___________6. This is called a decrescendo.__________________



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The Carousel Waltz by Richard Rodgers

A waltz is a dance with 3 beats. The Carousel Waltz is really a few different waltzes strung together. We are going to practice this waltz in different sections. Each section will use different instruments. Every student has a job to do. Every student has to play their instrument at the correct time. Every student has to be silent at the correct time. Every student has to know the name of their instrument. Each student has to watch the conductor.

Fill in the blanks or say or point to the answer.

I played the ____________________ (name the instrument)I told the class “I play the ________________”I know a waltz has _______ beats.I played when the conductor called out the name of my instrument. ____________________I was quiet when the conductor did not call out the name of my instrument._________________I helped by taking out my instrument and putting it away in the proper place. _____________________



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1. Write four quarter notes and sing them. Put a check after you sing them out.

2. Write two half notes and sing them on la. Put a check after you sing them out.

3. Write a whole note and then sing it. Put a check after you sing it.



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specialneedsinmusic.com “Audio Instructional CD” tracks 35 or "Beautiful Songs" track 13.

She’s Feeding the Cat

She’s feeding the catfeeding the cat, feeding the cat every day She’s feeding the cat, feeding the catThe cat is meowing away

Put a check, write, smile, or say yes when you finish your work.

I sang “She’s Feeding the Cat” _____________I pointed to the picture of the cat. _____________I told the class “Look at the cat” _____________I helped give out the instruments. _______________



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Circle or Underline the correct answer I sang a solo duet in a group.

I sang Patriotic Music about America Broadway Folk Spirituals Mozart Pop

I sang Opera Exercises a word a few words

I sang a few lines the whole song

I then went to the board and pointed out the words to the song __________________________ for the rest of the class.

I then counted out ______________beats. I told my classmates, sing after I count to the number ___________.



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Fill in the correct word and/or draw a picture.

Today I sang the song _________________________________

____________________________________________________.

There are _______________ beats in the song measures.

This song is about ______________________________________

I also played the notes ____________ and ___________as I sang I put a check on the notes so that you can see what notes I played.

The style of this song is called _______________________.

I told the class the name of the style. Yes________ No_________

This style comes from the country ___________________.



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Today I scatted to two jazz selections. I scatted to “Take Five” by Dave Brubeck and “It Don’t Mean a Thing If It Ain’t Got That Swing “by Duke Ellington.

Underline the syllables you scatted to.

Ba Pa Da La Bop

Put a check next to the correct answer.

• Did you see a picture of Duke Ellington? Yes _____No____•2. Did you show the class his picture? Yes____ No_____

3. Was jazz created by African Americans? Yes _____No___

4. Did you find a jazz station on the radio or on the computer?Yes_____ No_______ .



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Singing with a graph

Ma Me Mo O

A E O

Put a check or say “I did” or nod when you finish following the directions.

1. Sing on the note.____________2. Breathe on the note.___________3. Sing on the note.___________4. Trace the note as you sing.__________5. Sing the exercise 1 time._____________6. Sing the exercises 3 times, each time starting on a higher

note._________7. Sing the exercise 7 times, each time starting on a higher

note.________



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Put a check next to the correct answer.

1. Did you spell Mozart’s name for the class today? Yes_________ No_________

2. Did you sing Mozart’s name for the class today to the theme from a piano piece? Yes________ No_______

3. Did you show the class a picture of Mozart? Yes___ No____

4. Did you sing the following words to the piano variations by Mozart that sound like Twinkle Twinkle Little Star? Yes______ No_________ Some words __________

Mozart , Mozart , our f r i end We wi l l l ove you to the end Mozart , Mozart , i t i s t rue So rare i s someone l ike you I t ’s an honor to s ing you I t ’s an honor to s ing you Mozart , Mozart , our f r i end We wi l l l ove you to the end

Sing the words again slowly and put a line under Mozart’s name every time you sing it Underline the correct answer to the following question. How many times did you sing Mozart’s name?

1 2 3 4 5 6



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Underline the opera exercises you practiced today.

Ma Wa Ga Go

A,E,I,O,U Ma, May, Me, Mo, Moo

Put a check next to the correct answer. Remember, yawning on the note makes the sound better.

Did you yawn on the ma? yes _______ no_________Did you yawn on the wa? yes______ no_________Did you yawn on the ga? yes_______ no_________

Did you yawn on the A,E,I,O,U? yes_______ no________

Did you yawn on the Ma, May, Me, Mo, Moo? yes_______ no________

Did you insert the CD with the exercises into the CD player? Yes _______ No__________

Did you press the track for the CD? Yes________ No______



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Important Steps for Singing WellAs taught by David Pasquale Marchese

1. Yawn at the beginning of a phrase.2. Unlock your jaw.3. Hear the notes before you sing.4. Think of tones higher and rounder than they are.5. Sing in the mask of the face. (The mask is the area that is around the nose).6. When you are trying your best, don’t worry about what other people think.

Just keep doing your best and think about what you have to do!7. Listen to your classmates and learn from their strengths and weaknesses.8. Conduct so you can learn from your classmates

Put a check or say or write yes next to the sentence after each accomplishment.

1. I yawned at the beginning of the phrase.____________2. I unlocked my jaw._____________3. I listened for the note before singing it. ______________4. I thought of the tone being higher and rounder than it is. ____________5. I sang in and pointed to the mask of the face._____________6. I made a nice and helpful comment to a classmate ___________7. I conducted as my classmates sang. ______________8. I conducted for 4 measures. ______________9. I conducted for 8 measures. ________________10.I conducted for 16 measures. __________________



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Fill in or check the correct answer.

Today I sang the song, __________________________________.

This song is about ____________________________________.

There are ___________ beats in each measure.

The time signature looks like this _________.

I also put a cassette in the tape recorder. Yes ______No______

I turned the tape recorder on. Yes _______ No______

I also put a CD in the CD player. Yes________ No______

I turned the CD player on. Yes________ No______

I found the track I was looking for. Yes _______ No_______(track # __________)



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Pentatonic ScaleThe Black Keys on the Piano Keyboard

We can make up very beautiful music, using one or two hands, by only playing on the five black keys of the piano.This is called pentatonic music. Penta means five and tonic means tone.

Improvise (make up on the spot) a beautiful music creation using the pentatonic scale. When you finish, be sure to take a bow.

Put a check when you finish.Today I played an improvisation on the piano using the pentatonic scale.

Yes_______ No________



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12 Bar Blues Worksheet

Circle each measure that you play. Remember, each measure has four beats.

C D E F G A B C D E F G A B C

Meassure 1 Meassure 2 Meassure 3 Meassure 4

1 dom 7th ChordC E G Bb





4 dom 7th ChordF A C Eb





5 dom 7th ChordG B D F






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Student:________________

Date:________________

Music Activity Sheet

You can !nd “I Walk in Beauty” on the web

site specialneedsinmusic.com

1. When you are at the home page of

specialneedsinmusic.com click on this picture.

.!

2. Name 2 instruments that you hear when you

listen to “I Walk in Beauty”.

I Walk in Beauty Song Lyrics

Native American Song

I walk in beauty

Beauty is around me

Beauty is behind me

Above and below me

3. Did you sing the words?

yes____ no____

4. Did you sing syllables instead

of words? yes____ no____

Notes for the Melody (xylophone or piano)

D C C A D

D D E E G F D

A A G G E C D

D FD B G A A

!

S. Did you play the melody on the xylophone?

yes_____ no______

Did you play the melody on the piano?

yes_____ no_____

T. Circle the notes you played

U. Play percussion instruments. Circle

instruments you like to play or draw them.

Chords for the Piano (a chord is when you play more

than one note together)

d minor chord W D,F,A

a minor chord W A,C,E

!

CD E F GAB C D E F GAB C

Y. Did you play a d minor piano chord?

yes____ no____

Z. Did you play an a minor piano chord?

yes____ no____

Guitar Chords

! D Minor D, F, A

E A D G B E

xx

x

x

!

E A D G B E

x

x

x

A Minor A, C, E

xx

1[. Circle the guitar chords that you played.

You can !nd more chords on the internet by putting in a

search for guitar chords or piano chords

11. \ow would you act out this song?

12. \ow can you gesture for” around me”?

13. \ow can you gesture for “behind me”?

14. \ow can you gesture for “above me”?

1S. \ow can you gesture for “below me”?

1T. Paste or draw something beautiful on a

separate piece of paper.

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Student:________________ Date:________________

Music Activity Sheet

You can find “Jingle Bells" on the website specialneedsinmusic.com

When you are on the home page click on the above button,

Lyrics to "Jingle Bells"

Dashing through the snowIn a one horse open sleighO!er the fields we goLaughing all the way

Bells on bob-tails ringMaking spirits brightWhat fun it is to laugh and singA sleighing song tonight

Oh, jingle bells, jingle bellsJingle all the wayOh, what fun it is to rideIn a one horse open sleigh

Jingle bells, jingle bellsJingle all the wayOh, what fun it is to rideIn a one horse open sleighIn a one horse open sleigh

2. Did you sing the words? yes____ no____

3. Did you sing syllables instead of words? yes____ no____

Notes for the chorus (xylophone or piano) E E E E E E E G C D E F F F F F E E E E E D D E D GE E E E E E E G C D E F F F F F E E E E G G FD C

4. Did you play the melody on the xylophone? yes_____ no______ piano? yes_____ no_____

5. Circle the notes you played

6. Play bells to Jingle Bells.

Chords for the Piano (a chord is when you play more than one note together)

CDE F GAB C DE F GA BC

C Major chord C. E, GG Major chord G, B, D

7. Did you play a C major piano chord? yes____ no____

8. Did you play a G major piano chord? yes____ no____

Guitar Chords

E A D G B E

x x

xx

x

C Major C, E, G

E A D G B E

x x

xx

x

G Major G, B, D

x

9. Circle the guitar chords that you played.

You can find more chords on the internet by putting in a

search for guitar chords or piano chords

10. Paste or draw a winter scene on a separate piece of paper.

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Student______________________

Date________________

Class________________

Good, Better, Best

Sing the following. You

can sing along with ;rack 32

of !"#$%&'(##)!%(*+!%$,$-*

Audio Instructional Music CD

Good, better, best

Never let it rest

Entil your good is better

And your better is your best

Fill in the correct number or check

yes or no.

I sang ____words.

I sang_____lines.

I sang syllables. ____yes ____no

Play the following notes on the xylophone or piano.

Circle the notes that you played or put a sticker next to

each line as you finish.

E DD C DEFG D

DEDEFGAGF

ECDBC

Check the correct answer

I played 1 line. ____yes

I played 2 lines.____yes

I played 3 lines ____yes

I played the whole piece.____yes

I played the piano.____yes

I played the xylophone.____yes

Iplayed both the piano and the xylophone.____yes

Play the following chords on the piano:

Circle the chord after you play it.

C D E F G A B C D E F G A B C

C MaOor (C.E.G)

G MaOor (G,B,D)

Write the correct notes (pitches) for the song

“Good, Better, Best”.

See the melody notation work sheet to copy the notes.

Be sure to copy the time signature as well.

Line 1 can use a C MaOor Chord

E D D C

Line 2 can use a G MaOor Chord

D E F G D D


E D E F G A G F


E C D B C

What can you improve from good to better to best? (;ry

to think of 3 things)

1.

2.

3.

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Student_______________________ Date_____________________

Good Better Best(track 32 from specialneedsinmusic.com Instructional Audio CD)

Melody Notation Work Sheet

E D D C D E F G

D D E D E F G A G F

E C D B C

Music Note Matching Game

Draw a line from the measure on the left side of the page to the matching measure on the right side of the page.

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The “Practicing for Success” Checklist

Title of Music Composition: _______________________________________________

Write a check mark or place a sticker after you have completed each step.

1. Find out what you do know well and what you do not know well in a piece. _________

2. Practice what you do not know well more than what you do know well. _________

3. Practice slowly. _________

4. Fit the part that you have been practicing into the rest of the piece. _________

5. If possible, practice with a metronome. _________

6. If you can, make a recording of your practicing. ___________

Try to bring your piece to a higher level. Circle the elements of music that need improvement.

pitch dynamics rhythm tempo

phrasing staccato/legato mood style

Circle the elements of music that have improved by the end of your practice session.

pitch dynamics rhythm tempo

phrasing staccato/legato mood style

Today my work was

great __________ good ___________ could be better _________


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Music Appreciation Quiz: What Style Is It? Circle the style of the following musical selections. 1. "I Believe I Can Fly" by R. Kelly

jazz classical rhythm and blues opera traditional musical folk

2. "So What" by Miles Davis


3. "Smooth Sailing" sung by Ella Fitzgerald


4. "Do,Re, Me" and "My Favorite Things" from "The Sound of Music"


5. "Fur Elise" by Ludwig van Beethoven


6. Mozart's "Turkish Rondo"


7. "No One" by Alicia Keys


8. "This Old Man" also known as "The Barney Song" (this song may have 2 answers)


9. "My Country T'is of Thee"


10. "The Lion Sleeps Tonight" from "The Lion KIng"


11. The "Nutcracker Suite" by Peter Ilyich Tchaikowskly



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Work Sheets - Table of Contents - Special Needs In Music